Cultivation of metacognitive skill development through generative AI system use among university students: A focus on self-regulation and reflective thinking

Abstract

Metacognition development is important among students as it increases awareness and regulates cognitive processes. As generative artificial intelligence (GAI) gradually gains ground, it is expected to enhance metacognition among students as well. The study aimed to explore the metacognitive skills of self-awareness, planning, and reflective thinking among university students through GAI tools. The study followed a semi-structured interview of 10 university students recruited through purposive sampling. The interview was then analyzed through thematic analysis to understand the research aim. First, some reflective practices such as journaling, SWOT analysis, and peer feedback were critical for enhancing self-awareness and deeper learning. Second, GAI tools provided significant scaffolding for breaking down complex ideas, summarizing diverse perspectives, planning, and managing cognitive load while enhancing understanding. However, challenges such as inaccuracies and the risk of over-reliance necessitate careful verification and balance in using these resources. Third, a hybrid paradigm that blends GAI with traditional metacognitive strategies emerged as a practical and ethical framework for promoting metacognition. The study concluded that although GAI enhances metacognitive skill development, effective integration requires ethical and mindful application alongside traditional learning methods. Despite limitations due to research design and small sample size, this study has practical implications for developing training programs for students on responsible GAI use. Future research should focus on the long-term implications of such an integrative approach and its suitability across different educational and cultural backgrounds.